This research explored whether the components of social support and knowledge-sharing can be shown to correlate with increased preservice teachers' sense of efficacy. The problem statement was to determine if, and to what degree, the social support and knowledge-sharing in an online community, as measured by activity level and count, correlates to preservice teachers' sense of efficacy in the capstone student teaching experience of a Southwestern university's undergraduate education degree preparation program. Three research questions guided this study: Is there a correlation between preservice teacher's activity level, defined as Posters, Lurkers, and Shirkers and their own sense of efficacy measured by the Teachers' Sense of Efficacy Scale?; Is there a correlation between preservice teacher's comment count in an online community and their own sense of efficacy, as measured by the Teachers' Sense of Efficacy Scale?; Is there a correlation between preservice teacher's view counts in an online community and sense of efficacy, as measured by the Teachers' Sense of Efficacy Scale? The conceptual framework was discussed in four parts: EPP preparation, social support, online communities, and teacher sense of efficacy. The theoretical foundation for this research built upon social cognitive theory to incorporate Social Network Theory. Utilizing a sample of 149 preservice teachers, this study utilized quantitative methodology, demonstrating no correlation between activity level and teaching self-efficacy and no correlation between preservice teachers' views or comment count and sense of efficacy. Findings suggested implications for preservice teachers' sense of efficacy and their support during the capstone student teaching experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]